2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

HEALTH - II

General Standard: The learner demonstrates understanding of family health and fitness in developing and promoting family wellness for quality life.

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Time Frame: 8-10 hours Topics: Importance of HS and its dimensions Fertility and infertility HS Care Issues and problems Stage 1 Performance Standard: Content Standard: The learner shares responsibility with family members through The learner demonstrates understanding of human sexuality (HS) for a healthy family life. family action in addressing human sexuality issues and challenges. Essential Understanding(s): Essential Question(s): Addressing human sexuality issues is a shared responsibility Why is human sexuality important? among family members to promote healthy family life. How should one deal with human sexuality issues to promote healthy family life? Learners will know: Learners will be able to: Quarter I: Human Sexuality (HS) The importance of human sexuality and its dimensions Fertility and infertility Human sexuality health care Issues and problems related to HS (e.g., STI, HIV-AIDS, etc.) Relate the importance of human sexuality and its dimensions to ones family life. Analyze the different factors that affect ones fertility and infertility. Critique the human sexuality care provided by GOs and NGOs to different types of people (e.g., Elders, youth, people with special needs, etc.). Assess health attitudes that may influence their human sexuality practices. Recommend solutions and alternatives to address the different issues and problems related to human sexuality.

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Product or Performance Task: Sharing of responsibility with family members in addressing human sexuality issues and challenges.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: Explanation Express the importance of human sexuality in promoting a healthy family life. - Criteria for Assessment Clarity Relevance Interpretation Show the significance of HS care to ones family life - Criteria for Assessment Relevance Comprehensiveness Application Propose solutions that will address issues and problems related to HS. - Criteria for Assessment Appropriateness Relevance Perspective Analyze the different factors that influence fertility and infertility. Compare and contrast the
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Evidence at the level of performance Assessment of the shared responsibility towards HS issues and challenges using the following criteria: Values-based Acceptability Desirability

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

adolescents of today and in the past in relation to HS. - Criteria for Assessment Relevance Comprehensiveness Empathy Consider the feelings of a person incapable of bearing children. - Criteria for Assessment Sensitivity Openness Self-knowledge Reflect on ones health practices that might pose risks to ones HS. - Criteria for Assessment Openness Integrity

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Stage 3 Teaching-Learning Sequence: A. EXPLORE In this phase, learners are provided with structured learning experiences that will diagnose their level of understanding, activate their prior knowledge, clarify their understanding, and introduce them to the essential questions on human sexuality.

Reminder: In this first phase, accept all answers of students. However, take note of those areas that you need to clarify during the firm-up phase. Make sure that in this phase, learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed.

Activity 1. Unfinished statements This activity allows learners to complete the given unfinished statements based on their background knowledge on human sexuality. 1. Ask learners to complete the following unfinished statements: Human sexuality is ___________________________________________________________________________

________________________________________________________________________________________________. Fertility is different from infertility because ____________________________________________________________

_______________________________________________________________________________________________. The available human sexuality care services in my community are ______________________________________
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

The issues and problems related to HS are __________________________________________________________.

2. Ask them to go around and compare their ideas with their classmates for at least 7-10 minutes, 3. Encourage them to ask questions and clarifications about the ideas of their classmates. 4. Ask some students to share points of agreements and disagreements with the class. Activity 2. Building Vocabulary This activity provides learners with the opportunity to make association of some words to human sexuality. This activity contributes to building their vocabulary skills. 1. Ask learners to give as many words as they can. These words can be associated with human sexuality. 2. Tell them to write the words in the smaller circles of the concept map below:

Human sexuality

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

3. Divide the class into 5 groups. 4. Ask each group to consolidate the words given by each member of the group. 5. Tell each group to discuss among themselves the meaning of the words and how these words are related to human sexuality. They can formulate their own definition of human sexuality. 6. Ask each group to share its output with the class. Activity 3. Respecting YOU and ME This activity allows learners to become open minded while developing their understanding of human sexuality, particularly the characteristics of its dimensions. This activity promotes critical thinking skills. 1. Remind learners that they should demonstrate high level of maturity in doing this activity. Tell them that this is the opportune time for them to model mature behavior and make constructive criticisms. This will test their limits of acceptable behavior. 2. Divide the class into two (2) groups according to gender (Boys and Girls). Have the boys sit on one side of the room and the girls on the other side. 3. Give each group one (1) large Manila paper and two markers. 4. Tell the group of boys to write their paper Why I like being a boy and the group of girls with why I like being a girl. 5. Ask each group to discuss, agree, and write down the advantages of being a boy/girl considering the three dimensions of HS (Physical, Mental and Social well-being). 6. Ask both groups to post their output on the wall and allow them to raise questions or comments on the different ideas presented by each group. The students should be able to support their ideas with facts and data. They should also respect each others ideas.

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Activity 4. Self-check This activity provides learners with the opportunity to assess/check their health behaviors/practices that may influence human sexuality. 1. Ask students to assess themselves using the checklist below. Tell them to check the behavior/practice that are applicable to them and mark X that are not applicable to them. Checklist on Human Sexuality (List of behaviors/practices that may influence ones human sexuality) ________ Proud of ones gender ________ Drink liquor or alcoholic drinks. ________ Smoke cigarettes. ________ Engage in appropriate physical activities. ________ Respect members of the opposite sex. ________ Befriend members of the same and opposite sex. ________ Respect the rights of others. ________ Has genetic history of infertility. ________ Experience diseases such STI, HIV-AIDS, etc.

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

2. Ask them the following questions: 1.1 1.2 1.3 1.4 Which behavior/practice do you need to improve on? What do you do to improve this behavior/practice? Which behavior/practice do you need to continue doing? Why? Why do you need to keep a healthy human sexuality?

Activity 5. Introducing the essential questions This activity encourages learners to think critically and share their views/ideas on the essential questions of this grading period. 1. Divide the class into 5-6 groups. 2. Ask them to brainstorm on the following essential questions: 2.1 Why is human sexuality important to oneself? 2.2 How can one attain and sustain a healthy family life? 3 Ask each group to share their output with the class. Activity 6. Everything YOU Want to Know This activity helps learners gain knowledge and appreciation about topics that concern their human sexuality, particularly as adolescents. Student-Teacher and Teacher-Student interactions are encouraged in this activity. 1. Ask learners to write all questions or topics that they want to learn more in the Meta cards provided concerning human sexuality. Tell them to write one question per Meta card. Ask them not to identify themselves in the questions or topics. 2. Ask them to drop their questions in the box provided for the purpose. 3. Ask each learner to draw one Meta card from the box. When everyone has drawn a card, call on each learner to answer the question she/he got. The learner who draws similar questions can add to the answers. This will continue until all learners have been called.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

B. FIRM UP In this phase, learners are exposed to various learning resources and experiences for them to reflect, rethink, revise and validate their understanding about human sexuality. Activity 1. Watching Video This activity allows learners to express their ideas and consider the feelings of people with issues on HIV-AIDS and other sexually transmitted infections (STIs). 1. Show a UNICEF video presentation of testimonies of people with HIV-AIDS or other sexually transmitted infections. (Note: If the material can not be accessed, use other source of materials like news papers, stories from TV programs etc). 2. Ask learners the following questions: 2.1 What can you say about the testimonies? What do you feel about the person with HIV-AIDS or STIs? 2.2 How can you help address the problem of HIV-AIDS and other STIs? How can we prevent the spread of HIV-AIDS or other STIs? 2.3 What message (lesson) you can draw from the testimonies? Activity 2. Lecture on human sexuality This lecture presentation provides learners the opportunity to clarify their understanding on the different topics of human sexuality particularly its issues and problems. 1. Make a power point presentation on the following topics: Importance of HS and its dimensions Fertility and infertility HS care services Issues and problems related to HS
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

2. Encourage learners to ask questions, clarifications or comments after the presentation. 3. Ask learners to share their reflections on the topics presented. DIFFERENTIATED Activity. Symposium on human sexuality 1. 2. 3. 4. 5. Ask learners to organize a symposium at the school level. Invite resource speaker during the symposium. Ask them to organize different committees who will handle specific tasks in the conduct of the symposium. Encourage learners to ask questions, clarifications or comments during the symposium Ask learners to make a reflections on the topics presented. The reflection can be in a form of essay, poem, poster-slogan, song, poster or slogan.

Activity 3. Checking for understanding This activity gives an initial check of students understanding of human sexuality. This is a formative assessment hence; this will not be used for grading the learners. 1. Ask learners to complete the unfinished statements below: I learned that human sexuality is _________________________________________________________________ _____________________________________________________________________________________________. The HS care services are important because _________________________________________________________ _____________________________________________________________________________________________. HIV-AIDS and other STI can be prevented through _________________________________________________ _____________________________________________________________________________________________.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

2. Ask learners the following questions: Why is human sexuality important to oneself? How can you protect your sexuality? How do you relate human sexuality to family life? How can you attain and sustain a healthy family life?

C. DEEPEN In this phase, learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on human sexuality. Activity 1. Group research and discussion This activity allows learners to use different ICT resources to analyze issues on reproductive health in different perspectives. 4. Divide the class into four (4) groups. 5. Ask the two groups to read the proposed RH Bill at the Senate and Congress, while the other two groups will read the RH program as espoused by the World Health Organization (WHO). These materials can be downloaded from the internet. The discussion should focus on the following based on the materials assigned to the group: Description of RH Dimensions of RH and their descriptions RH care services 6. Ask each group to share their output using blended technology resources with the class (e.g., power point presentation, CDs, Video presentation, etc). 7. Ask learners the following questions: What common observation can be drawn from the proposed Senate Bill and House Bill and WHO?
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

What area of the RH bills needs to be reconciled? What do you recommend to improve the proposed Bill for both the Senate and the House? Is the RH care provided to the different types of people sufficient for their needs?

Activity 2. Assuming parents roles This activity provides learners opportunity to analyze the responsibilities associated with having a child and to assess their ability to accept these responsibilities. 1. Ask learners to bring out one whole sheet of white paper and have them fold it in haft length-wise to make two columns. 2. On the first column on the left hand side of the page, have learners write 10 things they really enjoy doing, or would like to do in the future (within the next 10 years). They should include both leisure time and work activities. 3. Have learners mark the activities that they would not be able to do if they had a baby. 4. Ask learners to find their partner and share their answers. 5. Ask them to list the activities that they would not be able to do if they had a baby and how or why the baby would keep them from doing these activities. Ask them to complete the phrase a parent is Discuss the responses. 6. Ask them to work in pairs again and make a list of the responsibilities parents have for children at the following ages: 5, 10, 15, 18. 7. Ask them to share their list with the class. 8. Compile the list on the flipchart paper. 9. Ask them the following questions: What kind of activities would you be unable to pursue if you had a baby? What does this tell you about the responsibilities associated with parenthood? How do the responsibilities of parents change a growing-up child? What are the different responsibilities of parenthood when children are at different ages? What are the needs of parents? How do this complement/conflict with the needs of the children? At what age do you think should young people become parents? Why? When and how do you want children to fit into your life? If you were to become a parent now, do you think that you would be able to take on the responsibilities of parenthood? Why? Why not? When should young people think about the consequences of having a child?
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

DIFFERENTIATED Activity. Sharing of experiences The teacher may invite two or three young people from the community to share their real life experiences of getting into early marriage. Ask them to share how their lives changed when they had children and the responsibilities of having children.

Activity 3. Debate on RH issues This activity provides learners with opportunity to develop critical thinking skills to integrate factual information with opinion in developing arguments supporting their side of the question in a debate. It also develops public speaking skills while giving students the opportunity to share their ideas and opinions on controversial topics. 1. Divide the class into two to represent the affirmative side and the negative side of the question. 2. Explain that it is important to have learners with opposing views on your team because they can often anticipate the arguments to be presented and develop a defense ahead of time. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in but are trying to help their team gain points to win the debate. 3. Explain the mechanics of the debate below: 3.1 3.2 3.3 3.4 There are two teams of the debate to represent each side of the question in debate. The team will earn points for each new fact or idea presented. Each team has an opportunity to speak one after the other. Each team has an equal number of turns to speak. Each group should have a team captain to decide who will speak on that team. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. The Team Captain should also control the noise of the team members in order to maintain decorum during the arguments.

4. Begin the debate with a speaker from each side making an opening argument. This is merely a statement of their side of the question to be argued and gains no point. The statement should be relatively brief. 5. Decide the team who will speak first or second through a toss coin. The team who wins a toss coin has the opportunity to decide who will speak first or second. 6. Proceed with the debate. The possible topics for debate are the following:
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Should sex education be thought at school or at home? Should married couples be allowed to use artificial contraceptive methods for family planning? Are you in favor of pre-marital sex? Are you in favor of early marriage?

7. Allow time for a closing argument for each team to sum up its thoughts and arguments presented during the debate. 8. Announce the team that has the highest points. 9. Make a conclusion and a generalization on the different views and arguments presented by both sides DIFFERENTIATED Activity. Making a poster-slogan 1. Divide the class into small groups 2. Ask each group to make a poster-slogan that reflects the essential message that can be drawn from the following topics: Pre-marital sex Early marriage Family planning

3. Exhibit the poster-slogans in a strategic place for all students to read. Activity 3. Attitude about HIV-AIDS This activity provides learners with the opportunity to analyze the different perceptions of people about HIV-AIDS. The learners can then decide which statement is untrue or incorrect and give their suggestions. Statements: 1. On one local talk show, a man explained that he thought all AIDS victims should live in isolation for the safety of the rest of society. 2. Many people are worried that if they swim in a swimming pool where an AIDS victim had swam, they might be infected with
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

the AIDS virus. Some people expressed the same thought/belief about toilet use. 3. On a piece of paper, write how misinformation about AIDS can hurt AIDS patients. What can you do to make sure that people will learn the facts about HIV-AIDS and how it is spread? Activity 4. Checking for understanding This activity provides the teacher with information regarding the students understanding on reproductive health for appropriate action. This activity may serve as one of the bases for giving grades to learners. 1. Ask learners to do the following tasks: Express the importance of human sexuality in promoting a healthy life style. Show the significance of HS care to ones life. Propose solutions to address issues and problems related to HS. Analyze the different factors that influence fertility and infertility. Compare and contrast the adolescents of today and in the past in relation to HS. Consider the feelings of a person with infertility. Reflect on ones health practices that might pose risks to ones reproductive health. 2. Check learners understanding against the content standard. Activity 5. Drawing of essential understanding 1. Draw the essential understanding of the learners using the essential questions below: Why is reproductive health important? How can one attain and sustain a healthy family life?

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

D. TRANSFER In this phase, learners are expected to demonstrate or perform the product or performance required by the lesson. Product/Performance. Sharing of responsibility with family members in addressing human sexuality issues and challenges Task: Ask learners to discuss the following issues with their family and develop a plan to address them. Define the responsibility of each family member: Proliferation of HIV-AIDS Reproductive health Gender bias The product/performance will be assessed using the following suggested criteria: Values-based Desirability Accuracy

Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD, Computer unit

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Quarter II: Family Life

Topics: Time Frame: 8-10 hours nature of a family characteristics of a healthy family importance of having good family relationships roles and responsibilities of family members needs of the family Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of healthy family life. The learner demonstrates consistently with family members a sense of responsibility in attaining a healthy family life by adhering to family health rules Essential Understanding(s): Essential Question(s): A healthy family life can be achieved through consistent Why is healthy family life important? demonstration of sense of responsibility among family members. How can one attain a healthy family life? Learners will know: Learners will be able to: nature of a family characteristics of a healthy family importance of having good family relationships roles and responsibilities of family members needs of the family healthy ways of dealing with family challenges societys support to the families
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Express the need for having a family. Appreciate the benefits of having a family. Describe a healthy family life. Show the importance of harmonious relationship in a family. Propose activities for family members that they can enjoy doing together. Analyze the importance of shared responsibility in accomplishing family goals. Tell a story about how family members help meet the needs of the family.

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Product or Performance Task: Consistent demonstration of sense of responsibility by adhering to family health rules.

Illustrate how each family members help solve family problems. Propose healthful solutions to challenges faced by family members. Reflect how one prepare for future happy family life. Describe how society can help meet the changing needs of todays families. Evidence at the level of performance Assessment of the demonstrations of sense of responsibility by adhering to family health rules using the following criteria: Consistency Appropriateness

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION Express how one can achieve a healthy family life - Criteria for assessment Clarity Creativity INTERPRETATION Document the challenges of family life brought about by societal and other factors - Criteria for assessment Accuracy Importance APPLICATION Recommend proposals and actions to attain healthy family relationships - Criteria for assessment Relevance Practicality
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

PERSPECTIVE Analyze the different supports of society provided to families - Criteria for assessment Practicality Sustainability EMPATHY Assume the role of a parent in addressing the needs of a family - Criteria for assessment Openness Sensitivity SELF-KNOWLEDGE Reflect on ones duties and responsibility as a member of the family - Criteria for assessment Acceptability Truthfulness

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Stage 3 Teaching-Learning Sequence: A. EXPLORE In this phase, learners are provided with structured learning experiences that will diagnose their level of understanding, activate their prior knowledge, clarify their understanding, and introduce them to the essential questions on family life.

Reminder: In this first phase, accept all answers of students. However, take note of those areas that you need to clarify during the firm-up phase. Make sure that in this phase, learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed.

Activity 1. Recollect my memories This activity allows students to reflect on the best things about their family. 1. Ask students to bring pictures of their families and use these to create a booklet of their life. Tell them to create a caption or story for each picture. 2. Group the students by five and ask them to share the stories of their pictures. Let them determine their commonalities and uniqueness. 3. Ask each group to share its commonalities and uniqueness with the class. Activity 2. Concept of family This activity provides students with the opportunity to share freely their ideas about family life. 1. Ask students to prepare a creative presentation of their ideas about a family. Their ideas can be expressed through poem, jingle/song, or concept mapping. Their output should cover the composition and characteristics of a family and the roles of
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

each family member. 2. Ask them to write their output in a one-fourth (1/4) illustration board to be subjected for judging and exhibition. Activity 3. What I know about a family This activity determines the background knowledge of students about family. 1. Tell students to analyze carefully the following statements and ask them to write true or false. Ask them to justify their answer. All families have the same number of legitimate members. All families celebrate different holidays. All families live a house. All families celebrate birthdays in the same way. All families change all the time. Family members may fight with each other but still love each other. In all families, mothers and fathers work together. Mothers and fathers always live together. Different families have different rules. All families have children.

2. Ask few students to share their answers with their classmates including their justification. Activity 4. My Family Tree This activity provides students the opportunity to trace the roots of their family using the family tree model. 1. Ask students to draw a family tree of their own in a one-fourth (1/4) illustration board and describe it. The description of the family should include the following: Name of members and their positions in the family Characteristics/qualities of the family
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Challenges that the family have experienced and how these were addressed by the members.

2. Ask few students to share their output with the class. Activity 5. Introducing essential question This activity will allow students to express freely their ideas or opinion regarding the questions below: Why is healthy family life important? How can you attain a healthy family life?

B. FIRM UP In this phase, learners are exposed to various learning resources and experiences for them to reflect, rethink, revise and validate their understanding about family life. Activity 1. Family structure Ask students for a definition of family and write the responses on the board. Explain that there are many different kinds of families. Use student volunteers to organize examples of family units as you describe them (e.g., students role play grandparents, parents, siblings, etc.). Encourage them to use props to make the simulations more vivid. Students should compare and contrast the various family structures. Variations: 1. Divide the class into small groups and assign each group a family structure. Each group develops a skit involving their assigned family. Provide students with enough background information to start the skit. 2. Invite family members representing various cultural backgrounds to discuss family life, traditions, structures, roles, tips to maintain a healthy family, and others. 3. Ask students to conduct research about family and present their findings to the class.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Activity 2. Families in action 1. Divide the class into small groups. 2. Ask each group to role play an ideal family. The role play should demonstrate the following: Roles of each member in providing the needs of the family Ways of addressing the challenges of a family 3. Tell students to draw lessons from the role play of each group. Ask them to write their reflections in a sheet of paper and later ask them to share it with the class. 4. Ask them to compare and contrast the ideal family with their real life situation. Share their analysis with the class. Activity 3. Understanding ones content Make a presentation or lecture of the following topics: nature of a family characteristics of a healthy family importance of having good family relationships roles and responsibilities of family members needs of the family healthy ways of dealing with family challenges societys support to the families

Activity 4. Checking understanding 1. Ask students to answer the following questions: What is family life? What are the indicators of a healthy family? Why is good relationship important to family life? What are the roles and responsibilities of each member in the family?
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

What are the needs of a family? How do you deal with family challenges?

3. Check students understanding vis--vis the content standard. Use the 6 facets of understanding below: Express how one can achieve a healthy family life Document the challenges of family life brought about by societal and other factors Recommend proposals and actions to attain healthy family relationships Analyze the different supports of society provided to families Assume the role of a parent in addressing the needs of a family Reflect on ones duties and responsibilities as a member of the family

C. DEEPEN In this phase, learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on family life. Activity 1. Film showing The students in this activity will analyze and draw lessons from the film Filipinas or other similar materials. 1. Ask students to watch the movie entitled Filipinas or other similar materials. 2. Tell them to answer the following questions: What can you say about the movie? What character in the movie that you can identify yourself with? Why? If you are given the chance to change a part of the story, which part and why? What insights/ lessons you can draw from the story? or How can you connect the story with your real life situation? 3. Tell students to group themselves by 5 and share their outputs with the group members.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

4. Ask each group to consolidate its common observation and share it with the class. Activity 2. Knowing the secret This activity provides students the opportunity to develop the skills in probing questions and communications. 1. Divide the class into small groups. 2. Ask them to interview one family who has been demonstrating a healthy family life. 3. Tell them to focus on the following questions: What is the perception of the family regarding healthy relationship? How does the family distribute roles and responsibilities to its members? How does the family establish a healthy relationship among the members? What are the secrets of the family in improving and maintaining a healthy family life? 4. Each group should prepare a comprehensive report of its output. The presenter is encouraged to prepare a slides presentation. 5. Ask students to make a reflection paper on the outputs shared by each group. Activity 3. Dealing with family challenges This activity provides students the opportunity to solve/address family challenges at their own level. 1. Group students by threes. 2. Tell each group to interview one family of its choice and fill-up the table below:
Problems experienced by the family
Groups comments/ reactions on the action made by the family

Action taken by the family to address the problem

Groups Suggestion or recommendation to address the problem

1. 2.

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

3. 4. 5.

3. Ask each group to analyze the problems: its causes and how to prevent those problems to happen again. 4. Tell each group to share its output with the class. Activity 4. Checking for understanding Check the understanding of students using the 6 facets of understanding and the essential questions: 1. Tell students to do the following tasks: Express how one can achieve a healthy family life. Document the challenges of family life brought about by societal and other factors. Recommend proposals and actions to attain healthy family relationships. Analyze the different supports of society provided to families. Assume the role of a parent in addressing the needs of a family. Reflect on ones duties and responsibilities as a member of the family. 2. Ask students to answer the following questions: o Why is healthy family life important? o How can you attain a healthy family life?

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

D. TRANSFER In this phase, learners are expected to demonstrate or perform the product or performance required by the lesson. Product/Performance. :. Consistent demonstration of sense of responsibility with the family members by adhering to family health rules. Task: Ask learners to identify the family health rules that family members are following to achieve a healthy family life. Ask them to present evidence (e.g. logbook, video, pictures, certification, etc) that family members are consistently adhering to these health rules. These family health rules should be certified and signed by parents/guardian. Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD, Computer unit cardboard checklist on health practices

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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Quarter III: Responsible Parenthood

Topics: Time Frame: 8-10 hours Adulthood Marriage Parenting Planning for an ideal family size Child care / rearing Childrens right Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of responsible The learner makes informed and values-based decision with parenthood for a healthy family life. his/her family on matters concerning responsible parenthood Essential Understanding(s): Essential Question(s): A healthy family life can be achieved through informed and Why is responsible parenthood important? values-based decision shared with family members on matters concerning responsible parenthood How can one achieve responsible parenthood? Learners will know: Learners will be able to: understanding adulthood marriage parenting planning for an ideal family size child care / rearing childrens rights Analyze the characteristics of a responsible adult. Make a plan to develop into a responsible adult. Identify the skills needed for responsible parenthood. Describe the factors that contribute to a successful marriage. Identify behaviors that promote healthful relationship in marriage. Illustrate the benefits of planning an ideal family size. Discover the responsibilities of parents in child rearing and child care. Propose ways on how to plan an ideal family size Examine the important roles played by parents in child rearing and care. Analyze childrens rights in relation to responsible parenthood.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Product or Performance Task: Informed and values-based decision on matters concerning responsible parenthood

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION: Justify the need to understand adulthood and marriage for a healthy family life. - Criteria for assessment Accuracy Clarity INTERPRETATION: Show significance of the rights of children in relation to health. - Criteria for assessment Accuracy Clarity APPLICATION: Propose a sound set of criteria in determining the size of a family. - Criteria for Assessment Appropriateness Comprehensiveness PERSPECTIVE: Analyze the responsibilities accompanying parenting. - Criteria for Assessment
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Evidence at the level of performance Assessment of the decision on matters concerning family using the following criteria: Soundness (values-based) Appropriateness Relevance

2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Critical Comprehensiveness

EMPATHY: Assume the role of a parent in caring/rearing a child. - Criteria for Assessment Sensitiveness Openness SELF-KNOWLEDGE: Reflect on the value of ones rights as a youth. - Criteria for Assessment Reflective Critical Stage 3 Teaching-Learning Sequence: A. EXPLORE In this phase, learners are provided with structured learning experiences that will diagnose their level of understanding, activate their prior knowledge, clarify their understanding, and introduce them to the essential questions on responsible parenthood.

Reminder: In this first phase, accept all answers of students. However, take note of those areas that you need to clarify during the firm-up phase. Make sure that in this phase, learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed.
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2010 SECONDARY EDUCATION CURRICULUM MAPEH Health II

Activity 1. Introducing different families 1. Ask students to bring one picture of their family with complete members. 2. Ask them to classify these pictures into small, ideal or big family. Before they classify, tell them to define or quantify the different sizes. 3. Ask students to answer the following questions (based on the parameter that if the right time comes and they want to form their own family): What family size you would want to have? Why? What kind of family you envision to have in the future? Why? What strategies you will employ to achieve your desired family? Activity 2. Sharing of knowledge 1. Divide the class into 6 groups. 2. Ask each group to illustrate/demonstrate creatively (role play, song, poster, collage, etc.) its understanding on responsible parenthood. 3. After the demonstration, ask them to describe or define responsible parenthood. 4. Ask them to associate or relate responsible parenthood with the following concepts. Ask them to describe or illustrate the relationship through diagram or concept mapping: Adulthood Marriage Parenting Planning for an ideal family size Child care/rearing Childrens right 5. Ask them to share their output with the class. Activity 3: Planning ahead (Partner Interview)
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1. Ask learners to find a partner. 2. Interview each other using the following guide questions. When is the best age do you plan to get married? Why? How many children do you want to have? Why? What qualities do you need to become responsible parent? 3. Share the results of the interview with the class. 4. Write the common responses on the board and ask learners to reflect on them. 5. Ask few learners to share their insights or reflections. Activity 4: Help Wanted: Ideal Parents! 1. 2. 3. 4. 5. Group students into five. Ask them to identify the characteristics of responsible parents and prepare a job advertisement about ideal parents. Tell them to focus on the qualities/responsibilities of parents they are looking for. Ask them to discuss or brainstorm on their output. Let them rank the qualifications/criteria they have listed according to priorities.

Example of an advertisement: For Immediate Hiring: Experts who teach responsible parenthood are looking for a responsible parent with the following qualification (let them give the qualifications required to become responsible parents): 1. Let them write the group final advertisement on Manila paper for posting. 2. Ask learners the following questions: o What kind of parents do you want to be several years form now? o How can you achieve your goal? Activity 5. Introducing essential questions Explain that the purpose of this exercise is to determine students thinking about the issues and attitude that affect sound decisions on matters about responsible parenthood.
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Divide the class into groups composed of four members. Ask each group to research or brainstorm among themselves and present a group report on the following questions: 1. Why is responsible parenthood important? 2. How can one achieve responsible parenthood? B. FIRM UP In this phase, learners are exposed to various learning resources and experiences for them to reflect, rethink, revise and validate their understanding about responsible parenthood. Activity 1. Roles and responsibilities of family members 1. Ask learners to identify the roles and responsibilities of family members. Use the graphic organizer below.

My Family

Mother

Father

Generalizations about the roles / responsibilities of each 34

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2. Lead students to analyze their own families. 3. Ask them to analyze what their parents are doing to improve their family life. 4. Ask few students to share their output with the class. Activity 2: Parenting skills 1. Ask students to make a plan of actions on how to improve parenting skills they want to be 10 to 15 years from now. 2. Ask them to read magazines, books, surf from the internet or other reliable source of information like interview successful parents or experts on responsible parenthood. 3. Ask them to revisit the qualifications of ideal parents that they have identified earlier (under explore; activity no.3) that can help in this task. What qualifications of an ideal parent do you want to possess? Why? 4. Ask them to summarize their output by making a list of skills on parenting that students want to possess. 5. Tell them to write these identified skills in a cartolina or Manila paper to be posted in the bulletin board of the school. Activity 3. Understanding ones content Make a slide presentation or lecture on the following lessons: Adulthood Marriage Parenting Planning for an ideal family size Child care/rearing Childrens right

Variation: You can invite a resource person to talk about responsible parenthood particularly the abovementioned topics.

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Activity 4. Checking for understanding 1. Ask students to answer the following questions: What is responsible parenthood? What are the characteristics of an ideal family? What are the indicators of a healthy marriage? What are the rights of children in a family? What are the roles of parents in rearing their children? Why is parenting skills important? 1. Check students understanding vis--vis the content standard. You can use the 6 facets of understanding below: Justify the need to understand marriage and adulthood for a healthy family life. Show the significance of the rights of children to health. Propose a sound set of criteria in determining the size of a family Analyze the responsibilities accompanying parenting Assume the role of a parent in caring and rearing a child. Reflect on the value of ones rights as a youth.

C. DEEPEN In this phase, learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on responsible parenthood. Activity 1. Debate on issues related to family planning 1. Divide the class into two to represent the affirmative side and the negative side of the question. 2. Explain that it is important to have learners with opposing views on your team because they can often anticipate the
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arguments to be presented and develop a defense ahead of time. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in but are trying to help their team gain points to win the debate. 3. Explain the mechanics of the debate below: There are two teams of the debate to represent each side of the question in debate. The team will earn points for each new fact or idea presented. Each team has an opportunity to speak one after the other. Each team has an equal number of turns to speak. Each group should have a team captain to decide who will speak on that team. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. The Team Captain should also control the noise of the team members in order to maintain decorum during the arguments.

4. Begin the debate with a speaker from each side making an opening argument. This is merely a statement of their side of the question to be argued and gains no point. The statement should be relatively brief. 5. Decide the team who will speak first or second through a toss coin. The team who wins a toss coin has the opportunity to decide who will speak first or second. 6. Proceed with the debate. The possible topics for debate are the following: Should you advocate for a big family size? Should married couples be allowed to use artificial contraceptive methods for family planning?

7. Allow time for a closing argument for each team to sum up its thoughts and arguments presented during the debate. 8. Announce the team that has the highest points. 9. Make a conclusion and a generalization on the different views and arguments presented by both sides Activity 2. Looking at a CRYSTAL BALL

1. Ask students to Look at the mirror of their life and get a clear picture of themselves 10 years from now. 2. Ask them to imagine themselves as adults. 3. Let them answer the following questions from the point of view of an adult. What challenges do you expect as an adult? What job are you in now?
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How do you engage in a healthful and responsible relationship? Will there be someone special in your life? An ideal man / woman? At what age do you plan to marry? Do you propose to have a small / big family? Why? 4. Note their responses on the board using the following headings and make a summary of their responses. Challenges faced by an adult Careers: first job Relationships: Marriage Family size

5. Ask what insights they learned from the activity. Activity 3. Review and Reflect Ask students to answer the following questions. What skills are needed to be independent adults? How can I become a responsible adult? What is the relationship between attaining high education and becoming financially independent? Why is it important to be a responsible adult before getting married? Do you believe that happy parents raise happy families? Why do you think so?

Activity 4. PEP TALKS Are you too young to talk about marriage? Knowing about marriage will help increase your awareness of about having a successful marriage. A mature adult makes responsible decisions. Think about this: 1. What major decisions in life does a responsible adult have to make?
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2. What is the relationship of completing higher education to marriage and a healthy family life? 3. Give students time to prepare a three paragraph, three minute speech on the topic Planning an Ideal Family Life. 4. Explain to students the guidelines in preparing a speech. Introduction: Opening greeting and attention getter; define your statement (a summary of what your speech is about); an overview and the benefit of your topic to the audience or listeners. Body: The link between introduction and body, main ideas with supporting facts, examples, and details Conclusion: Summary of main points and/or call to action A speech outlines should use all these three parts: Tell them what youre going to tell them is your introduction Tell them forms the body of your speech. Tell them what you told them is your conclusion.

Reference: www.write-out-loud.com 5. Assess the Pep talk in front of the class using set of criteria. Ask students to suggest criteria in assessing their performance. Activity 5. Lets Investigate 1. Tell the class to make personal interviews of married couples who have a long lasting and satisfying marriage. Use the following as guide questions: How did they plan their family size? What guidelines did they follow in planning their family size? What parenting style did they do in rearing their children? What factors help to make their marriage long lasting?

2. Consolidate and report the results of the interview with the class. 3. Ask students to share their findings with the class.

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Activity 6. Differentiated Activities: Finger Talk 1. Tell students that they will do Finger Talk. They will choose what topic they want their fingers to talk about. 2. One finger of their right hand will carry on a conversation with another finger of their left hand about the topic of their choice: Being a Responsible Adolescent Getting Married Planning for a Desired Family Size Being Responsible Parents Bringing up Children Childrens Rights

Activity 7. Checking for understanding A. Check the understanding of students using the unfinished statements below: 1. Responsible parenthood is important because 2. Matured adult get into marriage because 3. The rights of children in the family are the following 4. Planning an ideal family size consider the following 5. Parenting skills include
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Activity 8. Drawing essential understanding Use the essential questions below to draw their essential understanding. 1. Why is responsible parenthood important? 2. How can one achieve responsible parenthood? D. TRANSFER In this phase, learners are expected to demonstrate or perform the product or performance required by the lesson. Product/Performance. :. Informed and values-based decision on matters concerning responsible parenthood Task: Ask students to make their own personal decision on the following situations: You and your partner are newly wed. You really love each other. Your partner works hard to earn a living, kind and fun-loving. Your partner wants a big family with 8-9 children; however, you really want a small family with 2-3 children. What will you do? You have been into a long love affair with your partner because you really love each other. One time, your partner wanted you to have a pre-marital sex? What will you do?

Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD, Computer unit
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Quarter IV: Substance abuse prevention

Topics: Time Frame: 8-10 hours Chemical inhalants Drinking alcoholic beverage Smoking cigarettes O-T-C drugs Related laws Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of substance use and The learner shares responsibility with the family in the prevention abuse prevention for a healthy life. of substance use and abuse for a healthy family life. Essential Understanding(s): Essential Question(s): Prevention of substance use and abuse is a shared Why is substance abuse prevention important? responsibility of family members in order to achieve a healthy family life. How can the practice of life skills prevent substance abuse? Learners will know the: Importance of substance abuse prevention Reasons why people engage in substance use and abuse Effects of smoking cigarettes and drinking alcoholic beverages Use of over-the-counter (OTC) drugs Interventions for substance abuse prevention Laws that govern the use and abuse of substances Learners will be able to: Express their ideas on the importance of substance abuse prevention for a healthy life. Evaluate reasons given by people for engaging in substance use and abuse. Apply refusal and decision-making skills in situations related to substance use and abuse. Analyze the effects of smoking cigarettes and drinking alcoholic beverages to ones health. Recognize the dangers of OTC drugs Recommend alternatives and solutions to prevent the desire and willingness to obtain and use cigarettes and alcoholic beverages. Critique the provisions of R.A. 9211 or known as the Tobacco Regulation Act of 2003. Assess their attitudes and practices related to substance

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abuse that may influence their health. Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION Explain the importance of preventing substance abuse to ones health. - Criteria for Assessment Comprehensiveness Accuracy INTERPRETATION Make sense of the statistical data of adolescents engaged in substance use and abuse and their reasons for doing so. - Criteria for Assessment Accuracy Significance APPLICATION Propose appropriate interventions for the prevention of substance use and abuse. - Criteria for Assessment Appropriateness Effectiveness

Product or Performance Task: Sharing sense of responsibility with family members.

Evidence at the level of performance Assessment of the shared responsibility using the following criteria: Appropriateness Relevance Accuracy

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PERSPECTIVE Share ideas/insights/comments about R.A. 9211 and other local ordinances related to substance use and abuse. - Criteria for Assessment Credibility Plausibility EMPATHY Relate with the feelings of family members of people engaged in substance use and abuse. - Criteria for Assessment Sensitivity Openness SELF-KNOWLEDGE Assess ones practice of life skills in the prevention of substance use and abuse. - Criteria for Assessment Appropriateness Self-awareness

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Stage 3 Teaching/Learning Sequence: A. EXPLORE In this phase, learners are provided with structured learning experiences that will diagnose their level of understanding, activate their prior knowledge, clarify their expectations, and introduce them with the essential questions on substance use and abuse. Reminder: In this phase, accept all answers of students. However, take note of those areas that you need to firm-up in the next phase. Moreover, make sure that in this phase, learners are clarified on their expectations such as their product and performance and how these product and performance shall be assessed.

Activity 1. Word Association This activity allows learners to express their understanding of the concepts related to the use and abuse of substances such as OTC drugs, cigarettes, alcoholic beverages, chemical inhalants, etc. 1. Divide the class into 4 and assign each group the following substances: OTC drugs Group 1 Cigarettes Group 2 Alcoholic beverages Group 3 Chemical inhalants Group 4

2. Ask each group to use a concept map to describe the assigned substance. 3. Tell each group to consolidate the words given by each member of the group. 4. Tell each group to discuss among themselves the meaning of the words and how these words are related to the substance. The group members can formulate their own definition of the substance.
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5. Ask each group to share their output with the class.

Cigarettes

DIFFERENTIATED Activity. What Drug/Substance Am I? This activity allows learners to remember the meaning of some concepts related to substance/drug use and abuse. 1. Ask learners to read carefully each of the riddles below and name the drug or substance being describe by the riddle: 1.1 Some call me weed. Some call me pot. Some smoke me in a joint and think theyre really hot. What drug/substance I am? ________________________________________ 1.2 Even though teens drink me They should be twenty-one If they want me legally for their parties and their fun.
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What drug/substance I am? ______________________________________ 1.3 Theres no penalty to smoke me. Some people have a fit. They try to stop this addiction, but they just cant quit. What drug/substance I am? ______________________________________ 1.4 People snort me up their nose And call me coke or snow or ice. Im highly addictive; dont try me if you want good advice. What drug/substance I am? ______________________________________ Source: McTavish, S. (2004). Life skills 225 ready-to-use health activities for success and well-being; _________________; John Wiley & Sons Activity 2. Who has a full bottle? This activity provides learners the opportunity to assess their prior background about alcohol. 1. Assign each corner of the room as A, B, C and D for a knockout quiz. For each question, learners will move to the corner for the answer they think is correct. Those learners who get the correct answer will remain in the corner while those learners with wrong answers will return to their proper seats. Start the activity when everybody is ready. Below are the knockout questions: 2.1 Which of the following is NOT a drug? A. Alcohol B. Grape Juice

2.

C. Amphetamine D. Caffeine
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2.2 Which of the following is commonly used or abused by Filipinos? A. Marijuana C. Tobacco B. Amphetamine D. Alcohol 2.3 How old does a person need to be to buy alcohol legally? A. 16 C. 18 B. 20 D. 21 2.4 In people aged between 15 and 35 years, which substance causes the most deaths in the country? A. Heroin C. Tobacco B. Alcohol D. Ecstacy 2.5 Alcohol affects the brain in what way? A. Speeds it up B. Both a and b 2.6 Drinking too much alcohol can result in A. Alcohol overdose B. Vomiting 3. 4.

C. Slows it down D. None of the above C. Fighting D. All of the above

Declare the remaining learners as winners in this activity. Ask learners to get their partners and discuss how one could avoid or limit drinking alcoholic beverages. The following discussion points should be considered: What substances cause the most deaths in the country? Why? What type of alcohol-related deaths do you think would be most common for young people like you? (car accidents, injuries, drowning, etc) (Teacher can provide statistics). What strategies are useful for avoiding drinking alcoholic beverages?

5.

Ask some learners to share their ideas about the discussion.

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Activity 3. Picture analysis This activity allows learners to express their ideas/views and consider the feelings of people with problems on smoking. 1. Show different pictures of parts of a smokers body. 2. Ask learners to answer the following questions: 2.1 2.2 2.3 2.4 2.5 What can you say about the pictures? How are body parts damaged by smoking? If you are that person, how would you feel? Why? What message (lesson) can you draw from the pictures? How can you address this problem?

DIFFERENTIATED Activity. Interviewing Experts 1. Divide the class into four (4) groups. 2. Ask learners to interview physicians or medical experts about medicines that can be bought over-the-counter. The groups will focus on the following: The medicines or drugs that do not require a doctors prescription Advantages and disadvantages of using over-the-counter drugs/medicines Prevention of misuse and abused

3. Ask each group to share their output with the class. 4. Ask the same groups to do research on enabling policies (e.g., Laws and Ordinances) regarding drinking alcoholic beverages, smoking, and abusing over-the-counter drugs. 5. Ask them to share their output.

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Activity 4. Everything I Want to Know This activity helps learners gain knowledge and appreciation about substance abuse prevention, particularly as adolescents. Students-Teacher and Teacher-Students interactions are encouraged in this activity. 4. Ask learners to write in the Meta cards provided all questions or topics that they want to learn regarding substance abuse prevention. Tell them to write one question per Meta card. 5. Ask them to drop all their questions in the box provided for the purpose. 6. Draw one Meta card from the box and address the question one at a time. You may ask learners to share their ideas on the question raised. Activity 5. Introducing the essential questions This activity encourages learners to think critically and share their views/ideas on the essential questions about substance use and abuse prevention. 3. Divide the class into 5-6 groups. 4. Ask them to discuss the following essential questions: 2.1 Why is substance abuse prevention important for a healthy life? 2.2 How can the practice of life skills prevent substance abuse? 3. Ask each group to share their output with the class.

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B. FIRM UP In this phase, learners are exposed to various learning resources and experiences for them to reflect, rethink, revise and validate their understanding of substance abuse prevention. Activity 1. Group research and discussion This activity allows learners to use different learning resources and to analyze the different perspectives of people about substance use and abuse. 1. Divide the class into five (5) groups. 2. Ask learners to read daily newspaper, magazines and books; listen to radio; watch television, or surf the internet about problems and interventions related to drugs or substance abuse. Each group should focus on its assigned topic. Group 1: Smoking Group 2: Alcoholic beverages Group 3: Over-the-counter drugs Group 4: Chemical inhalants (volatile substances) Group 5: Related Laws and Ordinances 8. Ask each group to share its output with the class. Activity 2. Lecture on substance use and abuse This lecture provides learners the opportunity to clarify their understanding on the different topics about substance use and abuse particularly the issues and problems. 1. Make a power point presentation or discussion on the following topics:
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Smoking Alcoholic beverages Over-the-counter drugs Chemical inhalants Laws and Ordinances related to smoking and drinking alcohol 2. Encourage learners to ask questions, clarifications or comments during or after the presentation. 3. Ask learners to share their reflections on the topics presented. DIFFERENTIATED Activity. Symposium 1. Ask learners to organize a symposium at the school level. 2. Invite resource speakers during the symposium to talk about the causes and effects of substance use and abuse. 3. Ask them to organize different committees who will handle specific tasks in the conduct of the symposium. 4. Encourage learners to ask questions, clarifications or comments during the symposium. 5. Ask learners to make a reflection paper on the topics discussed. The reflection can be in a form of an essay, poem, posterslogan, song, poster or slogan. Activity 3. Problem-solving 1. Divide the class into 3 groups. 2. Assign each group a problem to investigate. The assignment of each group is as follows: Group 1: Smoking cigarette Group 2: Using and misusing OTC
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Group 3: Drinking alcoholic beverages 3. Tell the groups to focus their investigation on the short and long term effects of the drug/substance. Encourage each group to use the following sources: One book; One encyclopedia article; One internet site; and One magazine or periodical article Suggested sites: www.dare-america.co www.drugfreeamerica.com www.health.org www.ideaweb.org www.raceagainstdrugs.org www.saynotodrugs.org 4. Ask each group to interview experts or concerned people on how to prevent or mitigate the impact of substance abuse to social and health aspects. 5. Ask each group to prepare a written report and power point presentation about the topic and share them with the class. 6. Synthesize the report/presentation of each group. DIFFERENTIATED Activity. Role play Present a skit that will demonstrate the short and long term effect of the drug/substance assigned to the group.

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Activity 4. Checking for understanding This activity provides an initial check of students understanding on substance use and abuse. This is a formative assessment; hence, this will not be used for grading the learners. 1. Ask learners to complete the unfinished statements below: I learned that drinking alcoholic beverages is _________________________________________________________ _____________________________________________________________________________________________.

The prevention of substance misuse and abuse is important because ______________________________________ _____________________________________________________________________________________________.

Substance misuse and abuse can be prevented through _____________________________________________ _____________________________________________________________________________________________.

2. Ask learners to agree or disagree on the following statements and justify their answers: Not all drugs are harmful. Cigarettes are just as harmful as marijuana. People can become addicted to prescription drugs. One drink of alcohol will not affect a persons driving. Over-the-counter drugs need prescription from physician. Smoking cigarettes is more addictive than chewing tobacco. People who use drugs regularly might suffer from depression. Secondhand smoke from the mother can harm her unborn baby.
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Brain damage can occur if a person drinks heavily over a long period of time. Inhaling chemicals such as rugby and other solvents is not harmful to ones health. 3. Conduct formative assessment using the facets of understanding to gauge students understanding. C. DEEPEN In this phase, learners are provided with structured learning activities that provide them with opportunities to enrich their understanding on substance abuse prevention. Activity 1. My thoughts about secondhand smoke This activity provides learners the opportunity to analyze the responsibilities associated with having a child and to assess their ability to accept these responsibilities. 1. Ask learners to gather information about secondhand smoke. What is secondhand smoke? Why is secondhand smoke dangerous? 2. Ask them to share their personal thoughts and feelings on the following statements: Statement 1. Smokers should not be allowed to smoke in public places, such as restaurants, bars, malls, etc. 2. Smokers who have children should not be allowed to smoke at home or near their children. 3. R.A. 9211 is only good for smokers.
Agree Disagree Undecided

Comment

4.

The production of tobacco is a good source of income for the country.

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DIFFERENTIATED Activity. Sharing of thoughts Ask learners to imagine that they will be hired in the Lung Center of the Philippines to encourage young smokers to stop smoking or to avoid trying smoking in the first place. Ask them to list 10 things that they should do in the campaign to persuade adolescents not to smoke.

Activity 2. Debate on drug issues This activity provides learners with the opportunity to develop critical thinking skills to integrate factual information with opinion in developing arguments supporting their side of the question in a debate. It also develops public speaking skills while giving students the opportunity to share their ideas and opinions on controversial topics. 1. Divide the class into two to represent the affirmative side and the negative side of the question. 2. Explain that it is important to have learners with opposing views on the team because they can often anticipate the arguments to be presented and develop a defense ahead of time. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in, but are trying to help their team gain points to win the debate. 3. Explain the mechanics of the debate: 3.1 3.2 3.3 3.4 There are two teams in the debate representing each side of the question. The team will earn points for each new fact or idea presented. Each team has an opportunity to speak one after the other. Each team has an equal number of turns. Each group should have a Team Captain to decide who will speak for that team. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. The Team Captain should also control the behavior of the team members in order to maintain decorum during the arguments.

4. Begin the debate with a speaker from each side making an opening argument. This is merely a statement of their side of the question to be argued and gains no points. The statement should be relatively brief. 5. Decide the team who will speak first or second through a toss coin. The team who wins the toss coin has the opportunity to decide who will speak first or second.
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6. Proceed with the debate. The possible topics for the debate are the following: Should smoking be prohibited in all places and at all times? Should drinking alcoholic beverages be prohibited in all places and at all times? All over-the-counter drugs should be regulated. The use of solvent such as rugby should be regulated.

7. Allow time for a closing argument for each team to sum up the thoughts and arguments presented during the debate. 8. Announce the team with the highest points. 9. Make a conclusion and a generalization on the different views and arguments presented by both sides DIFFERENTIATED Activity. Making anti-drug abuse poster-slogan 1. Divide the class into small groups 2. Ask each group to make poster-slogans that reflect the essential message that can be drawn from the following topics: Smoking Drinking alcoholic beverages Using over-the-counter drugs Chemical inhalants

3. Exhibit the poster-slogans in a strategic place that all students can see and read. Activity 3. Getting Tough on Drugs: An Editorial This activity provides learners with the opportunity to read different views/perspectives on the different issues of substance abuse. 1. Ask learners to read at least three editorials on issues related to drugs from three different daily broadsheets. 2. Paste the editorials on a clean sheet of bond paper. 3. Decide whether they agree or disagree with the writers ideas and justify their answer.
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4. Ask them to write their own editorial on issues related to drugs. Share their output with the class. Activity 4. Decision-making This activity provides learners with the opportunity to make appropriate decisions regarding different scenarios related to drug/substance abuse. 1. Ask learners to decide which of the following scenarios is the most and the least acceptable. Ask them to justify their answers. A teenage girl uses a fake ID to get into the bar. While inside the bar, she got drunk and demonstrated undesirable behavior. A 15-year old boy takes a few sips of his fathers champagne during a Christmas party. His father encouraged him to drink. A 12-year old boy smokes one (1) pack of cigarettes a day. A group of young kids is sniffing rugby under the footbridge every day. A pregnant mother who was left by her partner became a drug and alcohol user. A 24-year old man makes drinking alcoholic beverages and smoking cigarettes his past-time activities. A group of high school students went to an excursion and brought with them liquor and had a pot session. A father asks his 6-year old son to buy cigarettes for him everyday. 2. Ask learners to get a partner and discuss their answers with one another. The pair should identify the most acceptable and the least acceptable scenarios with justification. 3. Ask some pairs to share their answers with the class.
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Activity 5. Checking for understanding This activity provides the teacher with information regarding the students understanding of substance abuse prevention for appropriate action. This activity may serve as one of the bases for their grades. 1. Ask learners to do the following tasks: Explain the value of preventing substance abuse to ones life. Analyze the statistical data of adolescents engaged in substance use and abuse. Propose appropriate solutions for the prevention of substance use and abuse. Share ideas/insights/comments about R.A. 9211 and other local ordinances. Relate with the feelings of people engaged in substance use and abuse. Assess ones practice of life skills in the prevention of substance abuse. 2. Check learners understanding against content standard. Activity 5. Drawing of essential understanding

1. Draw the essential understanding of the learners using the essential questions below: Why is substance abuse prevention important for a healthy life? How can the practice of life skills prevent substance abuse?

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D. TRANSFER In this phase, learners are expected to demonstrate performance required by the lesson. Product/Performance. Sharing sense of responsibility with family members in preventing substance use and abuse. Ask learners to discuss the following scenarios with their family members and develop a plan to prevent the scenario to happen in real life situation. Define the responsibility of each family member: 1. After school, Alfred is wandering home with a group of friends. One of the girls gets some cigarettes out of her bag, lights one and passes it to another friend. Some of the friends take a few puffs then pass the cigarette on to the next person. Alfred doesnt like smoking as it makes his clothes smell but wants to be part of the group. What should he do when the cigarette is passed on to him? 2. At a party, Janet is talking to a boy she really likes and they are getting on well. Suddenly, the boy takes out a bottle of liquor from his bag, opens it and asks her to drink with him. Janet doesnt really drink. What should she do? or Ask learners to make their own stories (real-life situations) and how they can solve them using appropriate life skills.

Materials/Equipment Needed: Reading materials Books Magazines Reference materials LCD, Computer unit

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